Elena Barberà

Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology

In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses.

Mutual feedback in e-portfolio assessment: an approach to the netfolio system

This paper presents an alternative application of e-portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e-portfolio concept. The use of a netfolio, a network of student e-portfolios, in a virtual classroom is explained through an exploratory study. A netfolio is more than a group of e-portfolios because it offers students a better understanding of learning objectives and promotes self-revision through participation in assessment of other students’ learning, as indicated through their portfolios. Class student e-portfolios are interconnected in a unique netfolio such that each student assesses their peers’ work and at the same time is being assessed. This process creates a chain of co-evaluators, facilitating a mutual and progressive improvement process. Results about teachers’ and students’ mutual feedback are presented and the benefits of the process in terms of academic achievements are analysed.

Quality in virtual education environments.

The emergence of the Internet has changed the way we teach and learn. This paper provides a general overview of the state of the quality of virtual education environments. First of all, some problems with the quality criteria applied in this field and the need to develop quality seals are presented. Likewise, the dimensions and subdimensions of an empirical instrument to improve and assess the quality of online education are examined. This tool has already been applied to several educational contexts; though not definitive, it aims to improve not only specific areas, but also the whole educational approach as a system.

La atención a la diversidad en las prácticas de evaluación

Resumen El artículo presenta, desarrollay concreta la tesis de que la revision y replanteamiento en profundidad de las prácticas utilizadas habitual mente para evaluar el aprendizaje de los alumnos constituye una condición necesaria para la puesta en marcha en los centros escolares de una estrategia global de atención a la diversidad presidida por los principios de la enseñanza adaptativa. Para ello, y tras analizar brevemente las Relaciones entre enseñanza, aprendizajey evaluación en la educación obligatoria y dibujar las líneas generales de una ‘cultura inclusiva’ de la evaluación que extienda a ésta los principios de diversificación y flexibilidad propios de una enseñanza adaptativa, propone algunas categorías conceptuales que ayudan a precisar las dimensiones y aspectos de la evaluación a los que pueden aplicarse estos principios. Se considera que estas categorías proporcionan una plataforma útil para una revisión rigurosa y sistemática de las prácticas de evaluación vigentes en los centros y en las aulas y para la toma de decisiones fundamentadas dirigidas a la mejora de estas prácticas.

Temporal issues in e-learning research: A literature review

Barbera, E., Gros, B., & Kirschner, P. A. (2012). Temporal issues in e-learning research: A literature review. British Journal of Educational Technology, 43(2), E53-E55. doi:10.1111/j.1467-8535.2011.01255.x.

Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Time has been argued by several influential approaches as essential for understanding learning and teaching processes. In e-learning, however, the traditional time limits of such processes are modified, which implies challenges and possibilities for e-learning research. This paper is aimed at understanding how time is included in empirical e-learning research literature. With this aim in mind, the paper presents a qualitative review of 24 e-learning papers. Five issues are analysed: the conception of time, its inclusion in an explicative model, its inclusion in the research process, the analytical units, and the data used in the study of time. Based on our analysis, we discuss some implications and potentialities for e-learning research on the relations between time and learning.

Regulacion de la construcción del conocimiento en el aula mediante la comunicación de los resultados de aprendizaje a los alumnos

Resumen A partir de la metodología de análisis de casos, el presente artículo estudia la relevancia que la actividad de comunicación de los resultados de aprendizaje a los alumnos después de una prueba escrita puede tener en la construcción del conocimiento en el aula. El análisis de dicha actividad permite identificar los dispositivos educativos empleados por la profesora para convertir la evaluación en un instrumento de mediación para la mejora del aprendizaje y conocer cómo ésta construye conjuntamente con los alumnos el significado de la evaluación y del aprendizaje y comparte progresivamente con ellos una determinada concepción de ambos.

Paradox of time in research on educational technology

Though the concept of time is fuzzily defined in education, it embraces many key teaching and learning aspects of the educational situation from scheduling (at the macro, meso, and micro level) through certification (i.e., credit requirements). It is also one of the determining factors within institutions for distance learning where education is almost always time and place independent and where learners and/or institutions make use of online and/or e-learning. Strangely, while these temporal aspects of teaching and learning are extremely important, the time-factor has not received much attention in educational research. This is especially strange since “lack of time” and “out of sync” are two of the most common complaints heard from learners in online educational settings. Thus, educational practice misses adequate research on an important aspect that can improve education/learning in general and online/e-learning in particular. To better understand how research deals with “time” as a factor in learning and education, a systematic literature analysis of articles relating to “time” was carried out in a high-impact SSCI journal on education and educational technology. A total of 966 articles across a period of 11 years was analyzed for the presence of “time” as a factor in the research published. The most important result of this literature analysis was that “time” played almost no role as a variable in research on education and educational technology.

The educational landscape of the digital age: Communication practices pushing (us) forward

This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.ResumenEn este artículo, se identificarán algunos modelos y tendencias emergentes en la producción de conocimiento. Se hará hincapié especialmente en cómo los individuos implicados en los procesos de consumo y de distribución de la información expresan diferentes niveles de solidaridad y de compromiso, y se sugerirá que es crucial que las personas no solo conozcan estos procesos, sino que también estén abiertas a otros modelos, oportunidades y posibilidades que, dadas las condiciones sociotecnológicas y comunicativas actuales, aún deben desarrollarse. Se abordará con especial interés el ámbito de la educación, puesto que se entiende que los educadores están participando de forma comprometida en una profunda renovación pedagógica a través de proyectos compartidos cimentados en interacciones profesionalesy personales facilitadas porlas redes. Estas interacciones favorecen la emergencia de modelos pedagógicos que permiten a profesores y a alumnos convertirse en expertos al mismo tiempo que rompen con muchas convenciones epistemológicas clásicas. Estas pedagogías generadas de abajo arriba no solo fomentan la creatividad y la colaboración, y se sustentan en el uso de nuevas herramientas digitales, sino que las promueven e impulsan los intereses del alumnado, y por ello, tienen el potential suficiente para devolverle la alegría al proceso de aprendizaje. Por último, se argumentará que los modelos emergentes en la construcción del conocimiento a través de las TIC ofrecen nuevos paisajes culturales y ecologías de aprendizaje que trastocan las inscripciones tradicionales de las identidades individuales y las afinidades raciales y culturales.

Interaction Pattern Analysis in cMOOCs Based on the Connectivist Interaction and Engagement Framework.

Connectivist learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivist learning was constructed using logical reasoning techniques. The framework and analysis was designed to help researchers and learning designers understand and adapt the characteristics and principles of interaction in connectivist learning contexts. In this study empirical evidence to support and further develop this framework is presented. This study analyzed 6 weeks of data harvested from the daily newsletter, Twitter, and a Facebook group in a well-known cMOOC led by George Siemens and Stephen Downes. These text transcripts were analyzed using a deductive approach of qualitative content analysis. This study revealed the main activity patterns of participants as they engage in four levels of interaction (operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction) during the MOOC. Generally the framework serves as a conceptual model to understand and to analyze the interaction in this cMOOC, although some implied interaction is hard to recognize and categorize. The relationship of the four levels of interaction and the role of each element in the framework were explored with the intent of offering the framework as a conceptual and analytic tool to guide both researchers and practitioners in designing and studying connectivist learning. [ABSTRACT FROM AUTHOR]